1. Information Literacy and the General Education Curriculum
Dianne Aldrich M.S.L.I.S.

2. What is Information Literacy?
Determine the nature and extend of information needed
Access the needed information effectively and efficiently
Evaluate information and it’s sources critically
Use information effectively to accomplish a specific purpose
Access and use information ethically and legally

3. What does this look like at DSU?
Information Literacy 1010 (LIB 1010)
Online delivery
Co-requisite with English 1010
Challenges
Lack of context to apply new concepts
A lot of information at once
Not at the time of need
Time management
Class Size

4. General Education Program
Learning outcomes
Critical thinking and information literacy
Integrating concepts into the curriculum
What does this look like?

5. Models of Curriculum Integration
Librarians create online modules that can be used by faculty
Easily dropped in to existing assignments
Modules can be edited
Faculty and Librarians collaborate
Tiered approach
Combination of face to face sessions and modules
Information literacy concepts build upon each other

6. Does this mean more work for faculty?

7. Integration Existing assignments: Annotated bibliographies Essays
Research papers
Presentations
Others?

8. Benefits Faculty Students Quality resources
Reduced plagiarism incidents
More pleasant grading experience
Students
Less confusion
Build competency in critical thinking and information literacy
Recognize quality sources
Avoids plagiarism
Employable

9. What Next? Librarian and faculty collaboration
Development of resources
Customization of resources for specific classes and assignments
General Education Assessment of information literacy outcomes
Adjust as indicated through practice and assessment

10. Support from Librarians
Will librarians still be available to come present in classes?
Will librarians still provide research instruction and consultation at the reference desk?
Will librarians still work with students on citations and formatting in different writing styles?

11. References
Hartman, P., Newhouse, R., & Perry, V. (2014). Building a sustainable life science information literacy program using the train-the-trainer model. Retrieved from
Johnson-Grau, G., Archambault, S. G., Acosta, E. S., & McLean, L. (2016). Patience, persistence, and process: Embedding a campus-wide information literacy program across the curriculum. The Journal of Academic Librarianship 42, doi: /j.acalib
Walton, G., & Hepworth, M. (2012). Using assignment data to analyse a blended information literacy intervention: A quantitative approach. Journal of Librarianship and Information Science 45(1), doi: /
Weiner, S. A. (2012). Who teaches information literacy competencies? Report of a study of faculty. Libraries Faculty and Staff Scholarship and Research, paper 59. doi: /